CSU Students Require Remediation

Date: Sat, 09 Dec 2000 05:23:02 -0800

From: David Klein <david.klein@csun.edu>

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To: Vicki Hobel Schultz <vhobel@ix.netcom.com>

CC: david.klein@csun.edu

Subject: [Fwd: Re: Math Statistics]

Dear Ms Schultz;

The rising failure rates of the entering freshmen in the California State

University system during the 1990's contributed substantially to my interest

in K-12 mathematics textbooks and curricula. I know that this trend worried

many of my colleagues and caused other mathematicians and scientists to

take a hard look at what was going on in K-12. The statistics on the failure rates

of entering freshmen for all 22 campuses in the CSU system is alarming. As

you may know, the CSU admits the top 1/3 of high school graduates in

California. The data on remediation rates for the CSU system caused me and

other mathematics professors to begin to search for what was going wrong in

K-12.

CSU Remediation Rates for Entering Freshmen in the CSU failure rates

Year           % math      % English

1989           23%           38%

1990           24%           39%

1991           26%           39%

1992*           39%           41%

1993           45%           42%

1994           48%           43%

1995**      52%           43%

1996           53%           43%

1997           54%           47%

1998           54%           47%

*Three years of Highschool math required

**Beginning in this year specially admitted students were not counted

The second column shows the percentage of entering freshmen whose

scores were so low on the ELM test that they were required to take remedial

courses. This data is for all campuses in the CSU. In some cases the

remedial math courses were so basic that they covered 6th and 7th grade

subjects like integer arithmetic and fractions. To appreciate the gap in

minimal expectations between California high schools and the CSU, it is worth

noting that the 1998 Mean HS GPA of students needing CSU remediation in math

was 3.16, or a B+. The 1998 Mean HS GPA of students needing CSU remediation

in English was 3.17, also a B+.

I was also motivated to get involved in K-12 mathematics education

because I could see the basic math skills of my own calculus students deteriorate over

the years. From 1988 to 1998 the number of calculus sections we ran at CSU

Northridge was cut in half due to the weak basic math skills of our entering

students. I observed greater and greater reliance of my own students on

calculators for even the most trivial calculations, like 36 divided by

6. It was this very example that caused me a few years ago to disallow

students to use calculators during my lectures.

At the same time, I watched in horror as my own daughter was required to

use a vacuous math program in second grade called "Mathland." Mathland is perhaps

the most heavily ridiculed math programs by mathematicians and others who

understand mathematics. It is a K-6 program that is still widely used, much

to the detriment of young children. I wondered if my students had been

exposed to such vapid math programs as Mathland while they were in

middle and high school.

The more I found out about the curricula being used the more concerned I

became. I know this is true of other mathematicians as well. Many of the

programs promoted by so-called math specialists and administrators in the

public schools are so devoid of math, it's a wonder students learn as

much as they do, which unfortunately is not very much. It is worth noting that the

decrease in the ELM test scores in the CSU system occurred at the same

time as these NCTM type math programs were gaining popularity in the public schools.

This by itself does not prove cause and effect. However, considering the

extremely low quality of these programs and their widespread and increasing

use in California during the 90's, many mathematicians were motivated to

attempt to explain to the public what was going on.

Some of these explanations are available on the "Mathematically Correct"

website at:www.mathematicallycorrect.com

I hope this answers your questions.

Best Regards,

David Klein

Professor of Mathematics

California State University, Northridge

Vicki Hobel Schultz wrote:

> Dear Professor Klein:

>

> I understand that you, along with math professors at other colleges and

> universities in California, have been involved with raising academic

> standards in our state. I have read that your involvement, along with

> your peers at other colleges and universities, led to support for the

> state's current Math Content Standards and Frameworks.

>

> I recall reading that an increase in the number of college students needing

> remedial math led to California college and university professors'

> involvement with K-12 math curriculum and instructional materials. I would

> appreciate it if you would confirm this for me, and, if they are available,

> possibly providing me with the statistics that convinced you or your peers

> that there was, indeed, a problem.

>

> Thank you very much for your time and attention to my questions.

>

> Sincerely,> Vicki Hobel Schultz